Learning Outcomes (CAYW 1021, 1022, 1023 and 1024)

Course Learning Outcomes: CAYW1021, 1022, 1023 & 1024

Course Learning Outcomes , CAYW1022: Community Field Placement Seminar III

Learning Outcomes Learning Acquired Documentation of Index

Learning

Contribute to small As a child and youth Documentation Documentation

group discussions by services facilitator at outlining my section of PLAR tab;
using effective KMFRC’s Les Petit competency in this
D32/RSR3:
communication skills Amis Childcare area is located in my
Performance Review
which are strengths Centre, I have performance review
based and solution achieved this learning as well as within D20/RF3: Reference
focused. outcome by; letters of reference Letter from
attending regular from my colleagues, Colleague (3)
virtual staff meetings they are as follows.
and contributing as D1/RF0: Reference
Letter from
necessary. In these In my annual
Supervisor
meetings, policies performance review,
and procedures as my supervisor Laurie
well as pertinent Powis states “(she)
information affecting has attended all
the childcare centre is scheduled staff
communicated to all meetings since she
staff and individuals started” as well as,
are given the “when a conflict or
opportunity to voice issue arises I
concerns or questions encourage Bre to talk
at this point. it out with the staff
instead of keeping it
In addition, I also to herself. Bre is very
regularly good at asking
communicate in a questions when
strengths-based and clarification is
solution focused needed”.
manner with the
group of educators in In addition, a
which I am working reference outlining
with for the day. We my competency in
discuss best practices this area written by
for routines and my colleague RECE
supporting individual Matayah Tuck
clients, we discuss (Colleague 3) states
programming, in her reference letter,
activities, and “Breanna has also
supplies that are helped me by
needed to support our bouncing ideas back
children, as well as and forth about toys
behaviour and resources that
modification plans could be added to the
and individual room to change
support plans. We things up and keep
also provide the children
encouragement and interested and
support to one engaged” (Tuck,
another, including 2021).
our supervisors, as
the job can be Finally, a reference
stressful and it is outlining my
beneficial to all competency in this
staff’s well-being area from my
when they are supervisor’s letter of
reminded of their reference states “Bre
strengths and strives to have a
progress on a regular professional working
basis. relationship with all
colleagues and
supervisors. She
openly communicates
when she is stressed
or needs to talk about
a situation” and “she
has made a point to
reach out to other
KMFRC employees
who enter the centre
and connect with
them establishing a
work relationship”
(Powis, 2021).
Use clinical As a child and youth Documentation Documentation
supervision services facilitator at outlining my section of PLAR tab;
effectively by KMFRC’s Les Petit competency in this
D1/RF0: Reference
initiating discussions Amis Childcare area is located in the
Letter from
of placement related Centre, I have reference letter from Supervisor
themes or issues. achieved this learning my supervisor and
outcome by; states “Breanna
discussing actively seeks out my
competence and advice as well as my
performance, as well co-supervisors. She
as debriefing with listens to feedback
colleagues and and has been
supervisors daily shadowing staff in the
regarding any kitchen to learn that
concerns or questions role as well. That
regarding work staff has mentioned to
related themes or me that Bre listens
issues. and asks questions
Communicating with and seeks
both my supervisor clarification on
and colleagues policies and
regarding stressful procedures that she is
work and position unsure of...she has
related situations, as also been observed
well as overarching asking our military
themes of the centre, wives (that work in
and seeking out the centre) questions
clinical supervision, to better understand
has been and is what the families go
beneficial as it through during a
provides me the deployment, IR or
opportunity for posting season”
feedback and furthers (Powis, 2021).
my understanding of
the field and centre In addition my
practices. supervisor states in
her letter that “often
at the end of the day,
Bre will engage in a
short debrief with the
 supervisor in regards
to the issues in the
classroom” (Powis,
2021).

Outline relevant As a child and youth Documentation Documentation

professional goals services facilitator at outlining my section of PLAR tab;
and training KMFRC’s Les Petit competency in this
D21/1A: SMART
opportunities to Amis Childcare area is located in my
goals.
enhance work Centre, I have portfolio in the form
performance. achieved this learning of three separate
D22/1B: Extended
outcome by; SMART Goal
work SMART goals.
establishing SMART documents. I have
goals and sharing created a SMART
D23/1C: Improving
them with my Goal document for
competency related
supervisor, as well as my workplace, CYC
SMART goals.
verbalizing minor practice, and one for
and/or immediate each competency
D1/RF0: Reference
short term goals to outlined in this chart.
Letter from
supervisors and Please see the next
Supervisor
relevant supervisory column as to where
colleagues. This these documents are
provides me the located within my
opportunity for portfolio. These goals
feedback from my were provided to my
superiors as well as supervisor.
support in the
implementation and In addition, my
initiation of my achievement of this
outlined goals. competency is
reflected in the
In addition, I have statement (located in
taken every the reference letter
opportunity provided from my supervisor)
by the centre to which states “she also
attend webinars and takes initiative and
other training seeks out other
opportunities to professional
enhance my practice. development training
 I have had the that would assist her
opportunity to attend in her role at LPA”
a workshop with Dr. (Powis, 2021).
Ungar, regarding the
promotion of
resilience, entitled
‘hope in times of
uncertainty’, as well
as various webinars
offered by Scholar’s
Choice in the field of
Early Childhood
Education as it
pertains to my
workplace. As my
training is primarily
in the mental health
aspects of supporting
children and youth, I
have found that my
attendance of these
webinars in particular
has been beneficial in
supporting my
understanding of the
educational pieces of
the childcare
experience.

Assess professional As a child and youth Documentation Documentation

skills, knowledge and services facilitator at outlining my section of PLAR tab;
well-being of the Self KMFRC’s Les Petit competency in this
D1/RF0: Reference
on an on-going basis Amis Childcare area is located in the
Letter from
in order to reflect on Centre, I have reference letter from Supervisor
one’s own practice to achieved this learning my supervisor which
promote self-care and outcome by; regularly states “Breanna is an D11/RSR1: Self-Care
a healthy work/life using reflexive and amazing advocate in Card
balance that may be reflective practice in regards to her
affected by order to best support self-care. She is very
compassion fatigue, my clients, debriefing aware of her needs
vicarious trauma, with supervisors in and communicates
stress reactions, and order to seek support her needs to the
other occupational and guidance, using supervisors regularly.
stressors associated various transition LPA and the KMFRC
with Child and Youth techniques in order to support mental health
Care practice. ‘get into work mode’ and wellness days for
or ‘leave work their staff and
behind’ (as to encourage staff to
maintain boundaries listen to their bodies.
and separate work Bre is very good at
and personal life as knowing when she
best I can), as well as needs a break”
brainstorming for and (Powis, 2021).
establishing my
self-care card In addition, my
assignment that I can self-care card
use to refer to during assignment represents
times of stress. I have documentation of
been able to maintain learning for this
work-life balance by outcome as I had the
making time for opportunity
myself in the throughout that
evenings/weekends assignment to
and participating in establish ways to
regular self-care promote my self-care
rituals such as practices by coming
exercising, bathing, up with practices that
or spending time with I can do to relieve
family (even stress in specific
virtually). I situations, and to
recognize that the recognize how stress
stress of practicing as affects me in the
a helping professional various domains of
can be detrimental to my well-being. This
one’s own well-being, card is very useful in
and so I actively terms of referring
attempt to maintain back to in times of
balance and harmony need. I have a wallet
in my personal life by sized copy in my
participating in the work bag and it has
 aforementioned been helpful and
activities in order to supportive since its
prevent burnout and creation.
compassion fatigue,
and work through any
vicarious trauma.

Identify and reflect on As a child and youth Documentation Documentation

personal values, services facilitator at outlining my section of PLAR tab;
beliefs and opinions, KMFRC’s Les Petit competency in this
D1/RF0: Reference
and their impact on Amis Childcare area is located within
Letter from
chosen interactions Centre, I have my reference letter Supervisor
with colleagues, achieved this learning from my supervisor.
children, youth and outcome by; being My supervisor states D39: Working with
families. self-aware of how my in her letter that “Bre Military Kids
own life experiences listens and respects
have shaped my other staff and the
viewpoint and centre policies even if
debriefing with she is not comfortable
colleagues and with the content or
supervisors regarding conversation. She
the impact in which spends time
my upbringing and researching
perception has when information on the
supporting children topics that make her
and youth. uncomfortable so she
can have a better
For example, I am understanding”.
against violence of all
kinds, however, I In terms of her
work with military speaking directly
families and children, upon my expanding
where violence is a my understanding of
complicated yet CAF families and the
integrated aspect of military in general,
their life-space. These which I have done to
children are support my practice
hyper-aware of as well as to reduce
certain types of my own biases and
weaponry and other understand my own
aspects of military beliefs, my supervisor
life, and they express states “Our childcare
such in their play. I centre is unique
have to respect that because of the
this type of violence families we serve,
is potentially Bre has reached out
normalized for them. and found learning
documents on the
For example, when a CAF website in order
child makes a fake to assist her in her
gun out of Lego or is military knowledge.
playing ‘war’, She has also been
typically, in most observed asking our
other settings, that military wives (that
would be a moment work in the centre)
where the CYC or questions to better
educator would step understand what the
in and tell the child families go through
that violence is not during a deployment,
okay, even in the IR or posting season”
form of play. (Powis, 2021).
However, this is
something I struggle
with as these children
likely have parents
who shoot and/or
own guns themselves,
and it is not my place
at this point to tell
them that their
parents are doing
something wrong.

I have been able to

set boundaries that
make me
comfortable, while
providing the
children the
opportunity to
 participate in such
activities. For
example, my rule is
that if you have to
make an actual
weapon, then you
cannot play ‘war’,
however, if you act it
out with your hands
and no object
(pretend to be
shooting a gun or
setting off a cannon
or throwing a
grenade), then that is
alright.

I debriefed regarding
these feelings and my
biases towards the
situation at hand with
my coworker, who
agreed that my setting
of such a boundary
was appropriate while
still respecting the
children’s life-space.

Analyse various As a child and youth Documentation Documentation

clinical scenarios services facilitator at outline my section of PLAR tab;
using critical thinking KMFRC’s Les Petit competency in this
D1/RF0: Reference
and applying current Amis Childcare area is located in the
Letter from
professional Centre, I have reference letter Supervisor
literature to gain achieved this learning provided by my
insight regarding outcome by; supervisor and states D39: Working with
situations faced in the debriefing with “Our childcare centre Military Kids
field. supervisors and is unique because of
colleagues in order to the families we serve,
analyze and gain Bre has reached out
insight from and found learning
challenging or documents on the
positive field-related CAF website in order
situations. to assist her in her
military knowledge.
I have also achieved She has also been
this by researching observed asking our
and reading military wives (that
professional literature work in the centre)
pertaining to the questions to better
population served at understand what the
my workplace (CAF families go through
families), as well as during a deployment,
pertaining to specific IR or posting season”
individuals with (Powis, 2021).
diagnoses at my
workplace, for the In addition, while my
purpose of gaining supervisor did not
insight into best comment on my
relational practices consumption of
and managing addition literature at
challenging field this time, my
related situations. supervisor has
commented on my
For example, we have interventions with
a child who struggles this child, as well as
with ODD in the my studying of the
school-aged child’s ISP and case
classroom. I have notes in order to
little experience with better understand
the disorder and how to support this
helping children child with ODD “She
through it. So, In has used her skills to
preparation for help a child with
summer camp, I have ODD to express
compiled resources herself and Bre was
and information I can able to assist her in
use in my practice to deescalating. She has
best support this referred back to that
client and manage her child’s ISP and case
behaviours. In notes to get more
particular, what I understanding of
have found most what that child
helpful is that I began needs” (Powis, 2021).
listening to an
audiobook entitled
‘Overcoming
Oppositional Defiant
Disorder’ by Gina
Atencio-MacLean
PsyD. I am hoping
that the valuable
information that I am
learning in these
resources will assist
me in supporting this
client to the best of
my ability.

I have also begun

reading ‘The
Developing Mind’, an
interdisciplinary book
written by Daniel J.
Siegel M.D., which
explores topics such
as developmental
psychology, child
counselling and
neuroscience. This
book serves as a
guide for educators,
counsellors and
physicians alike in
understanding best
practices in
promoting and
supporting resilience
and healthy
development in
children and youth.
Course Learning Outcomes, CAYW1024: Community Field Placement Seminar IV

Learning Outcomes Learning Acquired Documentation of Index

Learning

Communicate clearly As a child and youth Documentation Documentation

and concisely, to services facilitator at outlining my section of PLAR tab;
explain complex KMFRC’s Les Petit competency in this
D32/RSR3:
concepts, approaches Amis Childcare area is located in both
Performance Review
or cases using Centre, I have my performance
professional achieved this learning review as well as my D1/RF0: Reference
language that outcome by; being letter of reference Letter from
highlights challenges conscious of my from my supervisor. Supervisor
and strengths when language habits and
examining field choice of words when In my performance
related issues. communicating review, my supervisor
complex information states, in regards to
during times such as; the competency
when debriefing with ‘conveys ideas,
my supervisor or information and/or
relaying information instructions clearly
to my colleagues, and concisely (both
supervisor or orally and in writing);
families. I always listens effectively;
strive to keeps others
communicate initially appropriately
from a informed of work
strengths-based related matters’ my
perspective, and supervisor states,
introduce difficult or “speaks clearly and
challenging concisely when
discussions after I giving information”.
have also relayed
positive information. In my supervisor's
This helps when letter of reference,
communicating with she states “Breanna
others in the field as communicates in both
 it allows individuals English and French
to have an equally with the families in
weighted perspective regards to the child’s
on the situation at evening and any
hand. In addition, I important information
always strive to use that the centre
professional, requires the families
appropriate language to know. She also
that can also be then relays
clearly and easily information from the
understood by families to the
families and appropriate staff in
colleagues. I focus the classroom…I
especially on slowing have observed
down my speed of Breanna speaking to
speech in order to families in a kind,
improve clarity of supportive,
speech and professional manner.
communication, as She has also been
well as speaking in observed talking to
layman's terms and parents with children
specific, short phrases with special needs.
when necessary as to She will ask families
not over-complicate for tips and helpful
my language, hints when working
especially with the with their child in the
bilingual parents program” (Powis,
when speaking 2021).
English, or doing my
best to communicate
with them in French.

Analyze professional As a child and youth Documentation Documentation

behaviours used services facilitator at outlining my section of PLAR tab;
which reflect KMFRC’s Les Petit competency in this
D32/RSR3:
standards of practice Amis Childcare area is located within
Performance Review
and the code of Centre, I have both my performance D1/RF0: Reference
ethics. achieved this learning review, as well as the Letter from
outcome by; letter of reference Supervisor
debriefing with my
supervisor and provided by my
colleagues regarding supervisor.
my professional
behaviours, as well as In my performance
applying review, this outcome
self-awareness and is documented as
self-analysis when being met through the
assessing my following statements.
behaviours and “Bre has been
interactions. I have working hard on
read up on, and gaining the
passed the test of, the knowledge of the
CCEYA (Child Care Ministry of Education
and Early Years Act) policies and
which reflects procedures- more
standards of practice review of the policies
for childcare settings would be beneficial”.
in Ontario. I Since this review I
consistently behave have taken the
in a way that adheres opportunity to revisit
to these practices. On the Ministry of
a small number of Education policies in
occasions, I have my personal time and
found myself it has been beneficial
ignorant and/or in supporting my
unaware of certain practice.
policies and have
been supported by In my supervisor’s
colleagues and letter of reference,
supervisors in she states “Bre
adapting my practice follows all policies
and developing full and procedures
understanding of the related to KFLA
policy/procedure. COVID requirements
as well as all Ministry
of Education
guidelines. She
respects the KMFRC
resumption plan in
which certain areas of
 the KMFRC are off
limits for LPA
employees due to
building capacity. She
has taken the CCEYA
self-test which
informs new
employees about the
Ministry of Education
policies and
guidelines” (Powis,
2021).

Interpret and discuss As a child and youth Documentation Documentation tab;

current professional services facilitator at outlining my
issues, future trends KMFRC’s Les Petit competency in this D1: Reference Letter
from Supervisor
and challenges in the Amis Childcare area is located within
field of Child and Centre, I have my supervisor’s letter D32/RSR3:
Youth Care in achieved this learning of reference, as well Performance Review
preparation for outcome by; as my performance
employment in the researching current review. D39: Working with
field. trends in the field of Military Kids
CYC, as well as in In my supervisor’s
the field of CAF letter, she states “Our
families, and childcare centre is
discussing certain unique because of the
challenges faced by families we serve,
our client population, Bre has reached out
their families, and and found learning
ourselves as documents on the
practitioners. I CAF website in order
constantly look at to assist her in her
Indeed in order to see military knowledge.
which career She has also been
opportunities are observed asking our
available for CYC’s military wives (that
and other helping work in the centre)
professionals as I am questions to better
 expanding my understand what the
education. This helps families go through
me to become aware during a deployment,
of positions and IR or posting season”
agencies in the (Powis, 2021).
Kingston area that I
could be a part of in In my performance
the future or could review, my supervisor
refer clients to. In states “Bre has been
addition, during our working hard on
regular virtual staff gaining the
meetings, we discuss knowledge of the
as a group, the Ministry of Education
current challenges policies and
affecting child care procedures...has
centres in Ontario and attended all staff
legislation and policy meetings since she
updates outlined by started” (Powis,
the ministry of 2021).
education.

Create challenging As a child and youth Documentation Documentation

professional goals to services facilitator at outlining my section of PLAR tab;
promote competency KMFRC’s Les Petit competency in this
D2/1A: SMART
in placement Amis Childcare area is located within
Goals
performance. Centre, I have my three separate
achieved this learning SMART Goal D22/1B: Work
outcome by; creating documents which are SMART Goals
a list of relevant located on my
SMART goals professional portfolio D23/1C: Competency
pertaining to each under the PLAR tab. SMART Goals
competency for each
semester of field I created SMART
placement for third goals specifically for
year. I created this list the e-portfolio
in collaboration with assignment/the CYC
a classmate who field, for my specific
achieved these workplace, as well as
 competencies one SMART goal for
previously in her field each competency
placement setting, outlined in this chart.
and discussed these
goals with another In the next column
who previously over you will find the
PLAR’d out of her index as to where to
placement studies. locate these
These SMART goals documents within my
are challenging and PLAR tab of my
will take multiple portfolio.
months to complete
in full, however, they These SMART goals
work as a fantastic were provided to my
reference when supervisor and I am
looking to improve in pending the
all areas of CYC completion of all
practice. I have goals.
provided these
SMART goals to my
supervisor and I am
currently working on
meeting completion
deadline dates.

Propose additional As a child and youth Documentation Documentation

areas of professional services facilitator at outlining my section of PLAR tab;
development to KMFRC’s Les Petit competency in this
enhance the ability to Amis Childcare area is located within
1A) SMART goals.
practice Child and Centre, I have my three separate
Youth Care achieved this learning SMART goal
1B) Extended work
competently and outcome by; documents and my
SMART goals.
provide opportunities recognizing my areas certificates located in
to engage in needing improvement the documentation
1C) Improving
professional in CYC competency, section of the PLAR
competency related
networking activities. researching resources tab (from Scholar’s
SMART goals.
to aid me in the Choice) that aided me
D33/C1: Outdoor
development and in furthering my
Documentation and
enhancement of such understanding of Making Learning
competencies, as well Early Childhood Visible
as creating and Development as it
implementing pertains to my D34/C2: Developing
SMART goals workplace. Scholar’s Literacy Through
pertaining to Choice webinars Play
achieving, developing were recommended
and evaluating these by my supervisor to D35/C3:
competencies in the all staff to update Computational
field. knowledge and Thinkers: Getting
participate in virtual Started!
As aforementioned, I networking activities.
have attended all D36/C4:
webinars and training Computational
offered by my Thinkers: Having Fun
workplace in order to with Sequencing and
enhance professional Sorting!
development.
D37/C5:
In addition, I have Computational
actively strived to be Thinkers: Getting
self-aware in areas of Creative!
practice that I am less
comfortable with or
have less of an
understanding of, in
order to improve my
competency in these
areas or in supporting
a certain type of
client. For example, I
recognized when
beginning my job at
the centre, that I
needed to brush up on
my understanding of
child development as
it pertains to the
various age groups
the centre serves. I
have found that
attending the
 Scholar’s Choice
webinars, which
outline and review
developmental and
educational support
methods for the early
years has been
especially helpful in
increasing my
knowledge of
supporting children
under the age of 3. I
have also found that
reviewing previous
CYC Child
Development
textbook material has
been beneficial in
developing and
renewing this area of
understanding. In
addition, as
previously
mentioned, I have
been listening to two
audiobooks that are
intended to expand
my professional
development and
practice in the field.

Use strategies to As a child and youth Documentation Documentation

prevent and/or services facilitator at outline my section of PLAR tab;
combat compassion KMFRC’s Les Petit competency in this
D1/RF0: Reference
fatigue, vicarious Amis Childcare area is located in my
Letter from
trauma, stress Centre, I have letter of reference Supervisor
reactions and other achieved this learning from my supervisor,
occupational outcome by; using as well as within my D11/RSR1: Self-Care
stressors associated self-awareness and self-care card Card
looking inwards as to assignment which I
with Child and Youth how to best support completed for the
Care practice. myself during times purposes of this
of crises. I achieved PLAR.
this creating my
self-care card In my supervisor’s
assignment which letter of reference,
outlines various she states, as
practical tactics in pertaining to this
which I can use to learning outcome that
self-soothe, support “Bre is an amazing
myself and self-care advocate in regards to
during times of stress. her self-care. She is
The front side of the very aware of her
card outlines which needs and
area of communicates her
wellness/self-care needs to the
that the practice supervisors regularly.
pertains to, as well as LPA and the KMFRC
when to implement support mental health
each practice (as in, and wellness days for
in which situations). their staff and
The reverse side of encourage staff to
the card outlines how listen to their bodies.
stress in different Bre is very good at
areas of my life knowing when she
affects me personally needs a break”
in each domain. This (Powis, 2021).
card is a fantastic
resource to refer to in In my self-care card, I
times of need. was able to establish
a list of self-care
Prior to making the practices in which I
self-care card, while can turn to during
working in the field, I times of stress. In
have attempted to use addition to the
at least one type of compilation of
self-care strategy strategies to self-care
each night, whether in each domain
that be getting outside (physical, sleep/rest,
for some fresh air, nutrition,
 getting exercise, thinking/cognitive,
taking a bath or just spiritual,
treating myself to relational/play), I was
something. able to assess how I
feel stress/ how stress
affects me in the
various domains as
well (physical,
emotional, cognitive,
and behavioural).

Independently apply As a child and youth Documentation Documentation tab;

critical thinking to services facilitator at outlining my
examine the KMFRC’s Les Petit competency in this D1/RF0: Reference
Letter from
effectiveness of Amis Childcare area is located within
Supervisor
interventions, Centre, I have my letter of reference
programming, and achieved this learning from my supervisor D32/RSR3:
service delivery when outcome by; and my performance Performance Review
discussing issues as discussing with my review. In this letter,
they relate to the supervisor and she states, as it
Child and Youth Care colleagues the pertains to this
field. effectiveness and competency, “Bre has
progress of implemented a
interventions and numerous amount of
programming activities in the
activities that I have classrooms. She has
implemented at the implemented a
centre. For example, kindness jar, a
my supervisor and I temperature gauging
discussed the activity in the
progress of my daily preschool room and
emotions gauging modified it for the
activity for the kindergarten
kindergarten children classroom. She is
attending our before always one to sit and
and after school read books to the
program, and she children, and she
complimented me on picks books based on
the fact that the emotions, bullying
children would do the and relationships. All
activity these activities
independently occurred during the
without any invitation school year, I am very
to do so when excited to see what
entering the activities Bre has
classroom. We then planned for the
discussed the school agers once
effectiveness of this they are able to return
intervention with the to our program for
children. In addition, summer camp”
I discussed the (Powis, 2021).
outcomes of playing
the ‘Emotions Board This learning
Game’ that I created, outcome is also
with the kindergarten commented on by my
children. They had supervisor in my
difficulty performance review.
understanding what My supervisor states,
certain emotions “activities planned in
were, and how they the school age
were labelled, which program are age
provided an excellent appropriate and based
opportunity for on children’s
discussion of interests” (Powis,
feelings, in addition 2021).
to the question
prompts in the game In addition, in my
itself. I also performance review,
implemented a as pertaining to the
kindness jar activity, competency
which went over ‘following program
extremely well with plans to provide a
the kindergarten balance of
children and was active/quiet,
complimented by my fine/gross motor and
coworker in the individual/group
classroom. activities through the
use of arts and crafts,
dramatic and
cognitive play,
 emotional awareness,
music appreciation,
science/nature
studies, sensory play,
and other areas of
interest’, my
supervisor noted
“expectations met -
expand more into the
different domains
when planning
activities” (Powis,
2021).

Course Learning Outcomes, CAYW1021 and 1023: Community Field Placement III and IV

Communication

Independently uses technologies to professionally document and present all relevant information
as required by the placement setting, in both oral and written formats, related to the professional
role and responsibility i.e., completing written reports, taking meeting notes/ minutes, preparing
presentations, referrals, completing electronic forms, etc.

Learning Outcomes Learning Acquired Documentation of Index

Learning

Speak clearly using As a child and youth Documentation Documentation

professional, services facilitator outline my section of PLAR
supportive at KMFRC’s Les competency in this tab;
language. Petit Amis area is located within
Childcare Centre, I my letter of reference D1/RF0: Reference
AND have achieved this from my supervisor, Letter from
learning outcome performance review Supervisor.
Speak clearly, by; Communicating and the letter of
concisely and and interacting in a reference provided by D32/RSR3:
supportively with professional manner my second colleague. Performance
diverse individuals, with parents of Review
children and
families and team colleagues on a In my supervisor's D18/RF2:
members. regular basis, when letter of reference, she Reference Letter
relaying relevant states “Breanna from Colleague (2)
information or when communicates in both
discussing the needs French and English
of the children. In with the families in
addition, I have read regards to the child’s
in depth and discuss evening and any
children’s ISPs important
(Individualized information...she also
Support Plans) and then relays
how we can best information from the
implement these families to the
plans to support the appropriate staff in
children in our care the classroom...I have
with colleagues. In observed Breanna
addition, I support speaking to families
the bilingual clients in a kind, supportive,
in the centre by professional
speaking french as manner...Breanna has
often as possible also accepted the role
with the children of bus duty with the
who prefer to school aged children,
communicate in that isolation for ill
language. children as well as
enhanced support
staff. All these roles
are important to the
daily routine of LPA
and require a large
amount of
communication with
staff, families,
supervisors, children
and outside workers
from other agencies
such as community
living” (Powis, 2021).
 In my performance
review, this learning
outcome is
documented as being
met through my
supervisor’s statement
regarding my
competency in this
area. She states that I
“speaks clearly and
concisely when giving
information”.

In her reference letter,

my second colleague
states, in regards to
my achievement of
competency in this
area, that “she always
speaks to the children
in a manner they can
understand based on
age and cognitive
comprehension”
(Swift, 2021).

Use body language As a child and youth Documentation Documentation

to demonstrate an services facilitator outline my section of PLAR
interest towards at KMFRC’s Les competency in this tab;
diverse clients, the Petit Amis area is located in my
placement and Childcare Centre, I supervisor’s letter of D1/RF0: Reference
learning have achieved this reference as well as Letter from
opportunities learning outcome one of my letters of Supervisor.
provided. by; getting down on reference from a
the children’s level colleague (colleague D10/RF1:
AND in a variety of (1)). Reference Letter
different from Colleague (1)
Be attentive and environments while In regards to my body
open via body engaging and language, my
language to showing interest supervisor is noted as
demonstrate interest their life-space. In stating “One of
in diverse client addition, I portray Breanna’s most recent
needs and learning eagerness when positions at work has
opportunities provided with been working as a
presented within the learning screener/runner in the
placement opportunities to take morning and
on various roles at afternoon. This
the centre such as; position is direct
screening, running, customer service in
bus duty, food regards to the families
preparation, and the face of LPA.
cleaning/sanitation, She is the one who
isolation, enhanced oversees the children
support work and being dropped off at
lead in-ratio the screening desk,
educator for assures the children
school-aged pass the COVID
children. I also screening policies as
ensure I am well as comfort the
attending regular child if needed. Often,
virtual staff she will have to get
meetings and taking down to the child’s
advantage of level in order to
learning support their needs
opportunities and listen to their
provided in the form concerns” (Powis,
of webinars sent out 2021).
by my supervisor.
In addition, my
supervisor
commented on my
willingness and
eagerness to complete
new tasks in her
reference letter by
stating “Bre has also
accepted the role of
bus duty with the
school aged children,
isolation for ill
children, as well as
enhanced support
staff...lately I have
been tasking Bre to
teach new employees
on how to do their
timesheet...she has
shown great
leadership in this
role” (Powis, 2021).

In addition, my
supervisor states
“when Bre was
working in the
kitchen alongside one
of our senior staff
members, she was
directly responsible
for preparing meals
and snacks...she will
jump right into any
situation” (Powis,
2021).

My colleague noted
my competency in
this area in her
reference letter in her
statement “she
participates in the
children’s activities
and gets all the
children involved”
(McParland, 2021).
Consistently use As a child and youth Due to policies Documentation
engaging services facilitator surrounding section of PLAR
communication at KMFRC’s Les confidentiality, tab;
skills to promote Petit Amis completed logs and
connection, Childcare Centre, I forms cannot leave D2: Daily Log
understanding, and have achieved this the centre with an D3: Attendance
trust with the learning outcome employee unless Log
community by; performing information were to D4: Sleep Log
organizations, duties such as be redacted, however, D5: Bus Log
children, youth and logging, I have included copies D6: Yard Safety
their families. documenting, of each form I am Log
recording and expected to fill out D7: Behaviour
AND reporting each day when I am Report
information by lead in ratio or when I D8: Accident
Seek out completing the am assisting in a Report
opportunities to various clinical classroom (note: sleep
contribute to team documentation logs do not apply to D1/RF0: Reference
communication in forms necessary school-aged care and letter from
both oral and throughout each bus logs do not apply supervisor.
written formats work day. At LPA, to preschool care).
while using we have daily logs,
professional attendance logs, In addition, a
language and sleep logs, bus log, reference outlining
acronyms yard safety logs, my competency in
appropriate to the behaviour reports, this area was provided
setting accident reports, and by my supervisor in
a communication her reference letter.
book in each My supervisor is
classroom that noted as stating “our
allows educators to communication isn’t
communicate with always in a form of
one another or verbal
supervisors in a communication. In
written format. each classroom we
have a daily log book
that is required by the
Ministry of
Education. The log
book has to be
updated throughout
 the day with events
and accidents that
occur. We also have
ill health records,
playground checks,
and COVID
checklists to complete
on a daily occurrence.
Breanna is very active
in updating the
checklists and log
books as per the
Ministry of Education
guidelines” (Powis,
2021).

Regularly contribute As a child and youth Documentation Documentation

to team services facilitator outline my section of PLAR
communication in at KMFRC’s Les competency in this tab;
both oral and Petit Amis area is located within
written formats Childcare Centre, I my supervisor’s D1/RF0: Reference
while using have achieved this reference letter as Letter from
professional learning outcome well as depicted in the Supervisor
language and by; communicating business card I
acronyms with parents received from our D9: Patti Lochnan
appropriate to the whenever given the Community Living Business Card
setting. opportunity to do Partner on the day we
so, such as when met.
AND screening/running or
at the beginning or By meeting with Patti,
Use proficient end of each day. In I was able to establish
communication addition, I have a new connection in
skills to promote networked with a the field and have her
connection, local community sit in my classroom
understanding, and resource named during an after school
trust with Patti Lochnan, who care session one day
community is an RECE and and discuss a student
organizations, Resource Consultant with high-needs who
children and their for Community was absent that day
families Living Kingston and that she was supposed
District. Patti, along to be there to support.
with community Patti provided me
living help to with her business card
establish and and told me that I
implement best could contact her with
support and any questions,
inclusion practices however, she does not
for children who have permission to
require additional respond to me with
support at the confidential
centre. Community information,
Living also funds information would be
LPA’s ESW relayed back through
(Enhanced Support my supervisors.
Worker) program
which provides an
additional staff in My supervisor states
the room, out of in her letter of
ratio, to be there to reference that “she
help support the has worked with our
needs of an community living
identified child partner in order to
while also engaging find support and
in relational and guidance when
caring practices working with our
with children and children with special
youth. In addition, I needs”.
frequently email and
message my My supervisor also
supervisors in order states in her reference
to promote letter, as it pertains to
communication and my competency in
understanding. this area, “Breanna
Finally, I strive to communicates in both
use proficient French and English
communication with the families in
when regards to the child’s
communicating with evening and any
staff, families, important information
that the centre
 supervisors and requires the families
clients. to know. She also
then relays the
information from the
families to the
appropriate staff in
the classroom...I have
observed Breanna
speaking to families
in a kind, supportive,
professional manner”
(Powis, 2021).

Plan, organize and As a child and youth *A reference Documentation

implement written, services facilitator outlining my tab;
oral and electronic at KMFRC’s Les competency in this
communications or Petit Amis area states; D1: Reference
presentations Childcare Centre, I Letter from
according to agency have achieved this Supervisor
standards. learning outcome
by; completing all
AND daily logging and
reporting
Accurately prepare requirements,
documents for the replacing and
purpose of updating the
recording and school-aged
reporting that binder’s that contain
incorporate agency confidential
standards of information
communication regarding
emergency contact
and medical
information of
children in our care,
and removing
outdated
information and
 disposing of it in the
proper format (into
the shredder pile).
In addition, I
prepare documents
such as timesheets
to communication
standards, as well as
communicate via
email, text message
and phone call via
workplace policy
and communication
standards. I have
taught other casual
staff the process in
which to go about
for documentation,
physical/paper
communication
submission, as well
as filling out their
timesheet.

Evaluate the results As a child and youth Documentation Documentation

of communication services facilitator outlining my section of PLAR
and adapt at KMFRC’s Les competency in this tab;
communication as Petit Amis area is located within
necessary to Childcare Centre, I my supervisor’s letter D1/RF0: Reference
promote have achieved this of reference, as well Letter from
understanding learning outcome as within the Supervisor
by; debriefing with documents I compiled
my supervisors to to create parent D17: Parent
determine communication Communication
communication duotangs for the Duotangs
strengths and toddler classroom.
weaknesses and D32/RSR3:
adapting In addition, these Performance
communication as duotangs will be Review
necessary to best implemented in
support clients and summer camp, with
my coworkers. I the first page only
have been advised redacted.
to monitor
empathetic language In my supervisor’s
during times of letter of reference, she
distress and I have states that, “Breanna
adapted my has demonstrated
performance based excellent
upon this piece of communication skills
performance advice. when working with
In addition, I have staff, families and
implemented children” (Powis,
various forms of 2021).
documentation and
parent In my performance
communication review, this learning
within the centre outcome is touched
and I am currently upon in the comment
evaluating the “professional when
parental and staff dealing with peers,
response to the supervisors and other
introduced format of employees. Highly
communication. encouraged to work
things out with other
staff when situations
arise...I would
encourage Bre to
speak to staff when
they are making her
uncomfortable so the
situation can be
resolved in a timely
manner. This will
come with experience
and feeling
comfortable in her
amazing abilities”
(Powis, 2021).
 I have reflected upon
these comments,
spoken to my
supervisors about
ways in which I can
improve and I
evaluated my own
communication and
areas in which it
could be improved
based upon the
comments shared in
my performance
review.

Professionalism

Establish and maintain positive relationships within a team environment that reflects
cooperation and professionalism as determined by ethical standards, organizational policies,
and current legislation.

Learning Outcomes Learning Acquired Documentation of Index

Learning

Demonstrate As a child and youth Documentation Documentation

motivation and services facilitator outlining my section of PLAR
leadership skills in at KMFRC’s Les competency in this tab;
the role and Petit Amis area is located within
responsibilities Childcare Centre, I my letters of D1/RF0: Reference
assigned by being have achieved this reference from my Letter from
open-minded, learning outcome supervisor, and from Supervisor
assertive, proactive, by; being lead in all three of my
resourceful, using ratio on multiple reference letters from D10/RF1:
time management, occasions, my colleagues. Reference Letter
organizational and supporting from Colleague (1)
problem solving recognized students In my supervisors
skills. as an enhanced reference letter, she D18/RF2:
support worker in states, in regards to Reference Letter
AND accordance to my meeting of this from Colleague (2)
 information learning outcome,
Independently provided by their “when Bre was D20/RF3:
demonstrate ISPs, organizing working in the school Reference Letter
leadership skills in paperwork as well age classroom by from Colleague (3)
the role and as classroom herself she organized
responsibilities environments in a a routine for the
assigned by timely fashion, and children that suited
applying by showing the needs of the
organizational, time exceptional problem classroom and the
management, and solving skills while children...Bre has
problem solving working excellent time
skills. independently management skills
assisting as lead and is often
educator or while supporting and
alone in ratio with encouraging other
children in my care. staff to maintain a
In addition, I have routine...Bre has
shown leadership demonstrated that she
skills and taken is able to handle these
initiative when situations with her
participating in the positive approach,
following areas of problem solving skills
work; bus as well as being
monitoring/duty, organized” (Powis,
yard clean up/check, 2021).
screening/running,
cleaning, sanitizing In my first colleague’s
and organizing, reference letter, in
isolation care, regards to my meeting
enhanced support of this competency,
work, breaks she states, “Breanna
coverage etc.. has shown amazing
organizational skills
by organizing and
preparing classrooms
for summer camp.
She has shown great
initiative within the
classroom and is not
afraid to take the lead
when working with a
child who has
challenging
behaviour”
(McParland, 2021).

In my second
colleague’s reference
letter, in regards to
my meeting of this
competency, she
states “Breanna is
very
organized...Breanna is
reliable and always
willing to take on
more tasks, or pick up
shifts when needed.
She’s
accommodating,
adaptable and remains
calm in times of
crisis, and will think
logically on how to
improve/handle any
situation” (Swift,
2021).

In my third
colleague’s reference
letter, she states, in
regards to my meeting
of this competency,
“Breanna regularly
brings books into the
classroom that she
thinks the toddlers
will enjoy, she also
brings in diverse
options as she knows
 we have a few French
speaking children.
She is very thoughtful
when planning this.
Breanna has also
helped me by
bouncing ideas back
and forth about toys
and resources that
could be added to the
room to change things
up and keep the
children interested
and engaged...she
gives a lot of
forethought to
everything she does,
and is very
considerate” (Tuck,
2021).

Implement the As a child and youth Documentation Documentation

routine, services facilitator outlining my section of PLAR
organizational at KMFRC’s Les competency in this tab;
policies and Petit Amis area is located within
procedures of the Childcare Centre, I my letter of reference D1/RF0: Reference
placement setting. have achieved this from my supervisor. Letter from
learning outcome Supervisor
AND by; following the In her letter, as it
scheduled routine of pertains to my
Seek out the centre, as well as meeting of this
opportunities to the individual competency, she
understand the role classrooms while states “Bre has
and responsibilities using time excellent time
of all team members management and management skills
and key community implementing and is often
partners. organizations supporting and
policies. In addition, encouraging other
I have achieved this staff to maintain a
by; gaining the routine...she has made
opportunity to a point to reach out to
network with the other KMFRC
individuals in the employees who enter
building (KMFRC) the centre and connect
that are not located with them
within the Childcare establishing a work
Centre. I have had relationship...she has
the opportunity to worked with our
briefly interact with Community Living
the administration partner in order to
as well as additional find support and
other professionals guidance when
while allowed working with our
access to the children with special
KMFRC side for my needs” (Powis, 2021).
professional photo
to be taken (we have
limitations as to
when we can be in
the KMFRC side
due to COVID-19
restrictions).

In addition, as
aforementioned, I
have had the
opportunity to
network with Patti
Lochnan from
Community Living,
as well as interact
with our contract
custodial employees
from Dexterra on a
regular basis.
Contribute As a child and youth Documentation Documentation
effectively with services facilitator outlining my section of PLAR
colleagues to share at KMFRC’s Les competency in this tab;
responsibilities of Petit Amis area is located within
daily routines within Childcare Centre, I my supervisor’s letter D1/RF0: Reference
the setting. have achieved this of reference, as well Letter from
learning outcome as my first colleague’s Supervisor
AND by; working daily in letter of reference.
interaction with D10/RF1:
Independently work multiple coworkers In her letter, my Reference Letter
cooperatively and sharing in daily supervisor comments from Colleague (1)
respectfully with caring routines such on this competency
colleagues to share as; diaper by stating the
in a range of daily changing/toileting, following, “Bre has
routines handwashing excellent time
assistance for management skills
children, meal and is often
preparation and supporting and
serving, encouraging other
undressing/dressing staff to maintain a
the children or routine...when Bre
assisting them to do was working in the
so, implementing school age classroom
activities and by herself she
programming, organized a routine
behaviour for the children that
management, suited the needs of the
cleaning/sanitation classroom and the
etc. I have had the children” (Powis,
opportunity to take 2021).
on all roles in a
classroom, while In my first colleague's
working reference letter, she is
cooperatively with noted as stating, as it
colleagues and pertains to my
assisting/following meeting of this
routine implemented competency, that “she
by lead educator(s). goes out of her way to
I work as a help all the staff
cooperative team
 member and I am members”
always willing to (McParland, 2021).
help wherever I am
needed. I take
initiative when
something needs to
be completed or
when initiating the
next daily task.

Promote a positive As a child and youth Documentation Documentation

team environment services facilitator outlining my section of PLAR
by proactively and at KMFRC’s Les competency in this tab;
assertively Petit Amis area is located within
addressing conflicts Childcare Centre, I both my supervisor’s D1/RF0: Reference
or concerns in a have achieved this letter of reference, my Letter from
timely manner. learning outcome first colleague’s letter Supervisor
by; maintaining of reference, as well
AND composure during as my performance D10/RF1:
stressful field review. Reference letter
Approach related situations from Colleague
challenges and actively My performance
assertively and intervening and review specifically
proactively. taking a leadership allowed me to
role in behaviour establish further
management and understanding as to
emotional support. where I need to
In addition, I improve in terms of
actively work to this competency and I
recognize have been working
individuals diligently to improve
escalating my abilities in this
behaviours as well area. However, I do
as individual’s believe that learning
situational and has been
environmental demonstrated through
needs and adjust my my ability to reflect
supports as upon my limitations
necessary. I have and establish supports
been complimented
by my coworkers on to improve in this
my determination area.
and consistency
when dealing with In my supervisor’s
challenging letter of reference she
behaviours. In states, in regards to
addition, I have my competency in
debriefed with my this area, “she will
supervisors in a jump right into any
timely manner situation and I have
regarding personal observed her asking
and work related what she can do to
stress, sickness etc. help out in the
in order to establish classroom. When she
a plan of action or is covering for a staff
support in a timely for the day, she is
manner. willing to fulfill all
responsibilities
required for that
shift/person” (Powis,
2021).

In my first colleague’s
letter of reference, she
states, in regards to
my competency in
this area, “she has
shown great initiative
within the classroom
and is not afraid to
take the lead when
working with a child
who has a challenging
behaviour”
(McParland, 2021).

In my performance
review, tips were
outlined as to how I
can improve my
 competency in this
area and further my
learning. In regards to
the performance
review competency,
‘deals with issues as
they come up and
takes personal
responsibility to
resolve conflicts.
Solves conflicts
promptly and
respectfully’, my
supervisor states “I
would encourage Bre
to speak to staff when
they are making her
uncomfortable so the
situation can be
resolved in a timely
manner. This will
come with experience
and feeling
comfortable in her
amazing abilities”
(Powis, 2021).

Prepare and seek As a child and youth Documentation Documentation

out opportunities for services facilitator outlining my section of PLAR
informal and formal at KMFRC’s Les competency in this tab;
supervision on a Petit Amis area is provided
regular basis. Childcare Centre, I within my D1/RF0: Reference
have achieved this supervisor’s letter of Letter from
AND learning outcome reference. Supervisor
by; consistently
Recognize and seek debriefing with my In regards to my
out opportunities for supervisor in both meeting of this
informal and formal formal and informal competency, my
supervision. manners such as in supervisor states in
her office, via text her letter “Breanna
message or via actively seeks out my
email. During these advice as well as my
times, we have the co-supervisors...she
chance to relay openly communicates
information and when she is stressed
discuss pertinent or needs to talk about
information a situation...she is
pertaining to the day very aware of her
which supports my needs and
learning and growth communicates her
within the role. needs to the
supervisors regularly
In addition, I ensure ...often at the end of
to debrief with my the day, Bre will
colleagues in which engage in a short
I am working with debrief with the
at different points of supervisor in regards
the day to ensure to the issues in the
high-standards of classroom” (Powis,
communication and 2021).
to advance my
learning. This also
ensures that tasks
are being completed
in a collaborative
and supportive
manner, that
educators are on the
same page with the
routine/procedural
next steps and that
challenging
behaviours and ISP
supports are
discussed when
possible.
Consistently interact
As a child and youth Documentation Documentation
in a professional services facilitator outlining my section of PLAR
manner as guided at KMFRC’s Les competency in this tab;
by the code of Petit Amis area is located within
ethics, and current Childcare Centre, I my letter of reference D1/RF0: Reference
legislation affecting
have achieved this from my supervisor as Letter from
services (i.e., learning outcome well as my Supervisor
confidentiality, duty
by; applying performance review.
to report, etc.). ministry of D32/RSR3:
education standards In her reference letter, Performance
AND and best practices my supervisor states, Review
within my daily in regards to my
Interact in a work procedures meeting of this
professional manner (such as ratio competency “She
as guided by the requirements and maintains a high level
code of ethics, documentation), as of professionalism
current legislation well as following and confidentiality
affecting services, KMFRC policies when speaking to our
and organizational and business outside agencies and
policies and resumption plans. staff...Bre follows all
procedures. policies and
In addition, at my procedures related to
workplace we are KFLA COVID
expected to follow requirements as well
all policies and as all Ministry of
procedures outlined Education guidelines.
for Childcare She respects the
Centres by KFLA KMFRC Resumption
Public Health - both plan in which certain
standard practices, areas of the KMFRC
and COVID-19 are off limits to LPA
practices are employees due to the
understood and building capacity. She
followed. has taken the CCEYA
self test which
informs new
employees about the
Ministry of Education
policies and
 guidelines” (Powis,
2021).

In my performance
review, this
competency is
commented on, in
terms of my
performance in this
area. In my
performance review,
my supervisor states
“Bre has been
working hard on
gaining the
knowledge of the
Ministry of Education
policies and
procedures - more
review of the policies
would be
beneficial...expectatio
ns met, can review the
policies throughout
the next fiscal year”
(Powis, 2021).

Seek out As a child and youth Documentation Documentation

opportunities to services facilitator outlining my section of PLAR
network with at KMFRC’s Les competency in this tab;
outside agencies Petit Amis are is located within
and resources. Childcare Centre, I my letter of reference D1/RF0: Reference
have achieved this from my supervisor, Letter from
learning outcome as well as in the form Supervisor
by; participating in of certificates of
webinars/ training webinars attended by D33/C1: Outdoor
offered and myself in order to Documentation and
introduced by my enhance my Making Learning
workplace in order professional Visible
to enhance development and
professional connect with outside D34/C2:
development and resources. Developing
networking abilities. Literacy Through
Due to COVID-19, In my supervisor’s Play
networking has been reference letter, she
a difficult task to states, as it pertains to D35/C3:
initiate due to a lack my meeting of this Computational
of physical contact. competency, “she has Thinkers: Getting
However, I have worked with our Started!
been able to receive Community Living
advice and partner in order to D36/C4:
information from find support and Computational
practitioners in the guidance when Thinkers: Having
field through means working with our Fun with
of information children with special Sequencing and
sessions, webinars needs...she also takes Sorting!
etc. that have initiative and seeks
allowed me to out other professional D37/C5:
connect with development training Computational
individuals across that would assist her Thinkers: Getting
Canada who work in her role at Creative!
with children and LPA...she has made a
youth. I also, as point to reach out to
previously the other KMFRC
mentioned, have had employees who enter
the opportunity to the centre and connect
connect with a with them
Resource Consultant establishing a work
from Community relationship” (Powis,
Living while she 2021).
was visiting in the
centre.
Research potential As a child and youth Documentation Documentation
impacts and trends services facilitator outlining my tab;
affecting the at KMFRC’s Les competency in this
placement Petit Amis area is located in the D1: Reference
population. Childcare Centre, I reference letter Letter from
have achieved this provided by my Supervisor
learning outcome supervisor.
by; researching best D39: Working with
support practices for My supervisor states, Military Kids
military children in regards to my
and their families. I meeting of this
have found valuable competency that “our
information and childcare centre is
PDF documents unique because of the
located on the CAF families we serve, Bre
website. These has reached out and
PDFs and articles found learning
provide information documents on the
such as; the military CAF website in order
lifestyle/life-space, to assist her in her
supports available military knowledge.
and common areas She has also been
requiring support observed asking our
such as deployment Military wives (that
support and the work in the centre)
military family questions to better
services support understand what the
plan. I have been families go through
able to use this during a deployment,
information to IR or posting season”
expand my (Powis, 2021).
understanding of the
population in which
I am supporting at
my workplace.
The Self/Professional Development

Implements recommendations from informal and formal supervision that connect personal
values, ethics, and professional issues with the day-to-day functioning in the field as a Child and
Youth Care Practitioner.

Learning Outcomes Learning Acquired Documentation of Index

Learning

Consistently As a child and Documentation Documentation

implement self-care youth services outlining my section of PLAR
strategies to be able facilitator at competency in this tab;
to manage field KMFRC’s Les Petit area is located within
related stressors Amis Childcare my supervisor’s letter D1/RF0: Reference
and promote Centre, I have of reference, as well Letter from
work/life balance. achieved this as is reflected within Supervisor
learning outcome my self-care card
AND by; taking mental assignment which I D11/RSR1:
health days as completed for the Self-Care Card
Implement self-care needed, as well as purposes of my
strategies to be able debriefing with PLAR.
to manage field supervisors
placement related regarding work (and In my supervisor’s
stressors and school) related letter of reference, she
promote work/life stressors. I have had states, in regards to
balance to enhance work modifications my achievement of
professional put into place on competency in this
practice previous occasions area, “Breanna is an
when required due amazing advocate in
to needing to take a regards to her
step back and self-care. She is very
self-care. aware of her needs
and communicates her
In addition, I ensure needs to the
to keep an adequate supervisors regularly.
work-life balance, LPA and the KMFRC
as best as I can support mental health
during COVID-19, and wellness days for
by participating in their staff and
activities such as; encourage staff to
 bicycling, yoga, listen to their bodies.
crafts, and Bre is very good at
singing/making knowing when she
music. I find that needs a break...she
allowing myself the openly communicates
opportunity to when she is stressed
participate in these or needs to talk about
activities, even after a situation” (Powis,
a long day at work 2021).
supporting clients,
provides me with In my self-care card
relief and a brighter assignment, I was
outlook for the next able to achieve this
day ahead, the idea learning outcome by
of “you have to creating a resource in
have a life to sell which I can refer to
that life is worth during times of stress
living”. to support my
well-being in various
I also make use of domains, as well as to
transition techniques recognize in the
in order to “leave moment indicators
my day behind” at that I am becoming
work and to prevent stressed out and/or
workplace stressors and in need of
from coming home self-care.
with me.

Anticipate own As a child and youth Documentation Documentation

emotional reactions services facilitator outlining my section of PLAR
and demonstrate at KMFRC’s Les competency in this tab;
increased Petit Amis area is located within
self-awareness in Childcare Centre, I my reference letter D1/RF0: Reference
managing own have achieved this from my supervisor as Letter from
behaviour, actions, learning outcome well as the letter of Supervisor
and interventions by; recognizing reference provided by
towards challenging challenging field my second colleague. D18/RF2:
field related related situations Reference Letter
situations. and using reflexive In her letter, my from Colleague (2)
practice, emotions supervisor states, in
AND management and regards to my
grounding achievement of this
Label own techniques to keep competency, that
emotional reactions composure while “Breanna is an
and demonstrate under work-related amazing advocate in
emotional maturity stress. I am able to regards to her
towards challenging recognize emotions self-care. She is very
field related escalating and aware of her needs
situations. becoming and communicates her
dysregulated and I needs to the
have been able to supervisors
seek out supports at regularly...The
work in terms of classrooms can be
managing such busy and hectic and
emotions. with so many children
it is important to
In addition, I am know when your
able to label my frustrations are
own emotions, showing. Bre is able
“name it to tame it” to put aside her
and establish what I frustrations in the
need in order to not classroom and
allow my emotional continue to deal with
responses to leak the children” (Powis,
into my practice as 2021).
best as I can, even if
that means taking a In her letter, my
step back when colleague states “she
needed. is accommodating,
adaptable and remains
calm in times of crisis
and will think
logically on how to
improve/handle any
situation” (Swift,
2021).
Examines through As a child and youth Documentation Documentation
supervision, the services facilitator outlining my section of PLAR
impact of the Self at KMFRC’s Les competency in this tab;
(values, biases) on Petit Amis area is located within
others and ensures Childcare Centre, I my letter of reference D1/RF0: Reference
that interactions are have achieved this from my supervisor. Letter from
consistent and learning outcome Supervisor
constructive. by; consistently In her letter, my
debriefing with my supervisor states, in
AND supervisor and regards to my
colleagues on my achievement of
Regularly use areas of strength and competency in this
reflective tools to areas that I require area, “She spends
identify personal improvement in. I time researching
strengths, needs, use both reflective information on the
and challenges to and reflexive topics that make her
gain insight from practice in order to uncomfortable so she
experiences and maintain self-aware can have a better
interaction with as a practitioner. I understanding. One
colleagues, debrief with the example of this is
children, youth and aforementioned when we had a few
families. individuals in both children with illnesses
formal and informal that were not
formats on a regular exempted from the
basis and have centre. She did not
found this helpful in agree with the policy
supporting my as sometimes the
practice. I am able illness can be
to use constructive contagious, however,
criticism and in order to protect
feedback given from herself from being
supervisors and sick she researched
experienced the topic and educated
colleagues to herself on how to
improve my overall protect her body in
practice. the future” (Powis,
2021).
In addition, I have
been able to In addition, my
recognize biases in supervisor states in
which I hold her letter that “often
regarding certain at the end of the day,
policies/situations Bre will engage in a
and understanding short debrief with the
with the help of my supervisor in regards
supervisor and to the issues in the
coworker’s support, classroom” (Powis,
why I may feel the 2021).
way that I do. For
example, when
finding out the
exclusion policies
for sickness
required by the
ministry of
education, I was
taken back and had
to examine my
uncomfortability
with the idea that
communicable
diseases were
allowed in the
centre. I have spent
many years of my
life ill and in and
out of hospital, and
so the idea of
continuous disease
exposure caused
alarm for me. With
the support of my
supervisors, I was
able to research the
policies surrounding
the reasons why
children can/ cannot
come to daycare due
to illness, and how I
can protect myself.
 This furthering of
my understanding
helped to expand
my comfort being
around such
diseases.

Establish, maintain As a child and youth Documentation Documentation

and communicate services facilitator outlining my section of PLAR
appropriate at KMFRC’s Les competency in this tab;
professional Petit Amis area is located within
boundaries with Childcare Centre, I my supervisor’s D1/RF0: Reference
children, youth and have achieved this reference letter. Letter from
their families (i.e., learning outcome Supervisor
appropriate by; making clear to In this letter, she
self-disclosure, use children what is and states, in regards to
of social media is not appropriate my achievement of
etc.). touch in the centre this competency, that
and during “Bre has been able to
AND COVID-19. I have set boundaries with
often discussed the children in regards
Consistently body bubbles and to what she is
implement clear boundaries with the comfortable with.
professional school-aged and Children like to give
boundaries (i.e., pre-school children hugs, but it is
appropriate as they are very important for the
self-disclosure, use kinesthetic in terms children to understand
of social media of their relationship when it is appropriate
etc.). building, meaning to hug or touch
they want to be others. She supports
“touchy-feely”. I respect and consent
have made clear to and often reminds
the children that children to ask before
hugs are alright, but they touch children or
touching my body other adults...One
without asking me, older school aged
just as myself child needs constant
touching their body reminders to ask first
without asking before hugging or
them, is not touching others as
allowed. This well as asking
introduces the topic personal questions.
of consent to the Bre has established a
children and has the strong relationship
opportunity of with this child and he
promoting has respected her
self-esteem, their boundaries. She has
ability to set been able to suggest
boundaries, and other ways for
possibly prevent children to show their
sexual assault (when affection rather than
they are aware it is hugging and kissing
not okay to touch their friends. Bre
another person follows the social
without consent). media policy we have
at work by not
In addition, there is allowing children or
a child in the middle families on her social
childhood age media accounts.
classroom (Room 6) During work hours
that has advanced we expect all personal
needs and has a phones to be in the
significant interest staff lockers and out
in family trees. I of reach of the
have had numerous children. Breanna
discussions about always has her phone
our family trees but away respecting the
have had to set policy” (Powis,
limits when he asks 2021).
questions regarding
myself or my family
that are too
personal.

I also stress the

importance of
maintaining
professional
standards while
 using social media
and other internet
applications. I
ensure that my
accounts are
“locked-up” and not
easily accessible to
clients. In addition,
we do not have our
phones on us during
working hours
which helps to keep
that division of
personal and
professional lives.

Communicate and As a child and youth Documentation Documentation

report on short-term services facilitator outlining my section of PLAR
goals with at KMFRC’s Les competency in this tab;
supervisor and Petit Amis area is located within
relevant team Childcare Centre, I the documents in D21/1A) SMART
members to identify have achieved this which I prepared to goals.
relevant learning outcome showcase each sector
opportunities to by; discussing with of my short-term D22/1B) Extended
enhance my supervisors goals is located within work SMART
professional plans and best my e-portfolio (CYC goals.
development. practices for related, workplace
programming, related and D23/1C)
AND organization, competency related. Improving
clinical competency related
Initiate discussions, documentation or SMART goals.
seek feedback and caring routines. I
report on progress have provided my
of short-term goals supervisor with a
to obtain support copy of my short
and promote term goals
competence in pertaining to
professional improving each
practice (student to competency and the
attach copy of learning outcomes
short-term goals). within them in
hopes of
continuously
developing my
practice. My
supervisor and I
have discussed my
PLAR process, my
status within such,
and what I require
from her in terms of
support and
reference. During
this meeting, I
reviewed my goals
with my supervisor
and provided her a
copy of the goals. In
addition, I provided
her with the three
general
work/placement
related SMART
goals related to the
e-portfolio
assignment (index
provided two
columns over). In
addition, my annual
performance review
allowed me the
opportunity to
establish my areas
of strength and areas
when I require
improvement, which
assisted me in
establishing
additional
 work-related
SMART goals.
Those SMART
goals are referred to
in the Professional
Goals tab of my
e-portfolio and an
index for such is
provided two
columns over.

Clinical Skills with Children, Youth and Families

Design and implement strengths-based therapeutic activities, programs, group work skills,
behaviour management, counselling techniques, and interventions that are sensitive and
empowering to the individual’s strengths and abilities that account for age, developmental status,
cultural and or ethnic background as well as the unique objectives of children and youth.

Learning Outcomes Learning Acquired Documentation of Index

Learning

Seek out and As a child and youth Documentation Documentation

establish services facilitator outlining my section of PLAR
relationships with a at KMFRC’s Les competency in this tab;
variety of children, Petit Amis area is located in my
youth and their Childcare Centre, I letter of reference D1/RF0: Reference
families through have achieved this from my supervisor, Letter from
consistent learning outcome as well as all three Supervisor
interactions. by; establishing letters of reference
relationships with from my colleagues. D10/RF1:
AND children in all Reference Letter
classrooms of the In my supervisor’s from Colleague (1)
Select and use centre. I have been letter of reference, she
strategies for grateful enough to states, in regards to D18/RF2:
therapeutic have the opportunity my achievement of Reference Letter
relationship to assist in each competency in this from Colleague (2)
classroom at the area, “she spends the
building with all centre (aside from time needed in the D20/RF3:
clients. infants) as well as morning greeting each Reference Letter
take on various roles child and parent with from Colleague (3)
at the centre. I have a smile, making them
been successful in feel welcomed. At
establishing solid night, she has spent
rapport with various time chatting to the
children in each parents and linking
classroom. The them to their children.
children respond With masks, lineups
well to my methods outside and new
and consistently children she has made
show interest in the connection with
interacting with and each parent at pick
speaking with me. I up. When she walks
have been able to into a classroom,
implement various especially a school
teachable moments aged classroom you
and support children can see how happy
through various the children are to see
forms of conflict her. When she is not
and emotional at the centre, children
dysregulation. ask ‘where is Ms.
Bre?’. She has used
In addition, through her skills and
the opportunity of knowledge from her
screening/running in school and previous
the centre, as well as experiences in the
staying until close, I classrooms to build
have been able to relationships with the
have the opportunity children and
to speak with and staff...she has used
introduce myself to her skills to help a
numerous parents of child with ODD to
children in the express herself and
centre, although Bre was able to assist
COVID-19 does put her in
restrictions upon deescalating...Bre was
interactions with quick to pick up on
parents (as when cues from that child
you are a lead and has been able to
educator or in the support her when she
classroom is upset” (Powis,
supporting, you do 2021).
not often have the
opportunity to In the reference letter
debrief with parents provided by my first
at the end of the colleague providing
day). I am thankful reference, she states
for the opportunity “she has built great
when I do receive it, rapport with all the
to speak with the children” (McParland,
parents and relay 2021).
information to them
regarding their In the reference letter
children’s day provided by my
(especially if there second colleague
is a behaviour report providing reference,
or if they are being she states “when
sent home due to Breanna first arrived
potential COVID-19 in the classroom I was
symptoms). This very impressed with
allows me to build how involved with the
rapport with parents, kids she was and how
provide any fast she was able to
pertinent build a connection
information to them with them, even on
and let them know her first day” (Swift,
how their children 2021).
have been cared for
while at the centre. In the reference letter
provided by my third
colleague providing
reference, she states
“Breanna is very kind,
outgoing, and happy
and she has a
charming personality.
She was quick to
build a connection
 with the toddlers and
the 3 main staff in the
classroom” (Tuck,
2021).

Identify and assess As a child and youth Documentation Documentation

potential children or
services facilitator outlining my section of PLAR
youth who are at KMFRC’s Les competency in this tab;
at-risk (i.e., mental
Petit Amis area is located within
health issues, Childcare Centre, I my supervisor’s letter D1/RF0: Reference
learning disorders, have achieved this of reference. Letter from
etc.). learning outcome Supervisor
by; reading and In her letter of
AND reviewing children’s reference, my
individualized supervisor states, in
Explain support plans (ISP) regards to my
symptomatic and using this achievement of
behaviour information to guide competency in this
demonstrating best support area, “In her time in
knowledge of mental practices for those the school aged
health issues and children with classrooms, she
learning disorders. ISPs/additional worked alongside
needs. In the several children who
school-aged have special needs.
program, I have had We have several
the opportunity to children who have
support children ISP’s (Individualized
with oppositional Support Plans) in the
defiant disorder, classroom. She has
attention deficit used her skills to help
disorder, autism a child with ODD to
spectrum disorder, express herself...one
global older school aged
developmental delay child (with cerebral
and cerebral palsy. palsy) needs constant
In this classroom reminders to ask first
(Room 6), I have before hugging or
worked as both touching others as
enhanced support well as asking
for specific students,personal questions.
as well as lead in Bre has established a
ratio. Enhanced strong relationship
support required me with this child...she
to take additional has also worked in a
time and provide preschool classroom
additional care and with a child who has
attention to the difficulties with
child/children who I transitions,
was assigned to behavioural and
support while not emotional regulation.
being in ratio. She has implemented
activities that would
In addition, in the interest these children
preschool classroom and worked alongside
(Room 2), I have Community Living in
had the opportunity supporting the
to be enhanced children” (Powis,
support for a 2021).
two-year-old child
with behavioural
and emotional
dysregulation
difficulties. This
child also shows
early signs of
obsessive-
compulsive disorder
(as noted by his lead
educators and his
observable
behaviours) and
requires additional
support on a
consistent basis in
order to remain
emotionally
regulated and have
the attention he
requires.
Independently As a child and youth Documentation Documentation
implement routines services facilitator outlining my tab;
and agency practice at KMFRC’s Les competency in this
for limit setting and Petit Amis area is located within D1: Reference
behavioural Childcare Centre, I my supervisor’s letter Letter from
intervention have achieved this of reference, as well Supervisor
learning outcome as in my performance
by; understanding review. D32/RSR3:
and implementing Performance
the routines at my In my supervisor’s Review
workplace and letter of reference, she
taking initiative in states in regards to my
routine achievement of this
implementation. I competency, “Bre has
have taken the excellent time
opportunity to management skills
memorize the and is often
schedule/routine of supporting and
each classroom in encouraging other
order to assist in my staff to maintain a
preparedness when I routine...when Bre
enter another notices a child
classroom to escalating, she will
support. The lead respond with the
educators have also appropriate measures
been helpful in depending on age.
assisting me with With the older school
understanding and agers, she is very
remembering the consistent with
routine for each allowing the children
classroom (as each to self-regulate while
classroom is she provides a
different, depending teachable moment.
on their time While in the
scheduled to be preschool room I have
outside and the observed Bre
activities the supporting a child
educators have while they used their
planned for the words to explain how
children). they feel to another
I often take child. She was
initiative on limit supportive and
setting and compassionate when
behaviour both children were
management, in speaking” (Powis,
accordance with 2021).
KMFRC and
Ministry of In my performance
Education standards review, my supervisor
for discipline and states in regards to my
consequences. I do achievement of the
my best to performance review
implement teachable competency ‘conduct
moments and the firm and consistent
least intrusive behavioural guidance
method of in accordance with
intervention when the behaviour
dealing with management policy’,
behaviour “expectations met -
management and follows the behaviour
client’s emotional management policy,
regulation. uses appropriate tone”
(Powis, 2021).
My go-to strategy
for on-the-go and in
the moment
behaviour
management is a
process known as a
“time-in” (similar to
a time out, however,
you do not leave the
child alone to deal
with their emotions
or expect them to
learn appropriate
behaviour from
sitting alone in
silence, instead, I
remove a child from
the situation and sit
with them in order
to have a
conversation/debrief
with them or
implement a
teachable moment
by engaging with
them in their
life-space during
times of distress,
poor behaviour or
emotional
dysregulation).

In terms of limit
setting, I often use
positive encouragers
and reminders with
the younger children
in order to promote
and model positive
and prosocial
behaviour, as well
as to remind them of
rules and policies in
the centre that apply
to them. An
example of this
would be, when a
child goes to open a
door without a
teacher, we say “do
students open doors
or do teachers open
doors”? and the
students will all
reply “teachers”.
This reminds them
of the appropriate
 and safe choice to
make, as well as
models appropriate
forms of correcting
behaviour. In
addition, I actively
work to promote
independence and
appropriate options
for choice with my
clients, as well as
encourage children
to solve conflicts
with minimal
support.

Promote resilience As a child and youth Documentation Documentation

and self-advocacy in services facilitator outlining my section of PLAR
clients by assisting at KMFRC’s Les competency in this tab;
them to identify Petit Amis area is located within
their rights, Childcare Centre, I the letter of reference D1/RF0: Reference
strengths and needs have achieved this provided by my Letter from
while participating learning outcome supervisor. Supervisor
in setting realistic by; using
and achievable information In her letter of
goals. provided by ISPs reference, my
and observation to supervisor states, in
establish specific regards to my
needs and strengths achievement of this
of children in my competency, “She has
care in all worked with our
classrooms in the Community Living
centre. Children partner in order to
who have ISP’s find support and
would have supports guidance when
required and goals working with our
established for the children with special
child at an earlier needs...there are a few
date and can be/is children who require
adjusted as extra support and Bre
 necessary. I strive to has made it a priority
best support all to spend time with
children according these children and
to their ISPs, and if build a relationship.
they do not This relationship is
have/require a extremely important
formal support plan, as sometimes
then by their behaviours can
observed strengths escalate and she is
and weaknesses. able to support the
children with their
needs...we have
several children who
have ISP’s
(Individualized
Support Plans) in the
classroom. These
ISP’s allow staff to
understand the child
and understand what
support they need in
the classroom”
(Powis, 2021).

Apply and adapt As a child and youth Documentation Documentation

therapeutic services facilitator outlining my section of PLAR
techniques and at KMFRC’s Les competency in this tab;
milieu to prevent, Petit Amis area is located within
de-escalate, and Childcare Centre, I the letter of reference D1/RF0: Reference
manage identified have achieved this provided by my Letter from
behaviours. learning outcome supervisor. Supervisor
by; using my
AND understanding of the In her letter, my
strengths of, and supervisor states, in
Create empowering best support regards to my
opportunities by practices for, achievement of this
recognizing individual clients competency, “she has
escalating and adapting the used her skills to help
behaviour and milieu as necessary a child with ODD
applying the least to help manage express herself and
intrusive technique identified Bre was able to assist
to defuse the behaviours and her in de-escalating.
situation. de-escalate stressfulShe has referred back
situations. to that child’s ISP and
case notes to get more
For example, a child understanding of what
in Room 2 (age 3) that child needs...she
often displays has also worked in a
disruptive and preschool classroom
challenging with a child who has
behaviours such as difficulties with
violence/aggression, transitions,
defiance and behavioural and
attention-seeking. emotional regulation.
However, with When Bre notices a
further observation child escalating, she
it can be noted that will respond with the
this child craves appropriate measures
independence and depending on age.
the opportunity to With the older school
have individualized agers, she is very
attention from their consistent with
caregiver/teacher. allowing the children
This child is best to self-regulate while
supported when she provides a
given the teachable moment.
opportunity to help, While in the
be involved in preschool room I have
classroom routine observed Bre
implementation and supporting a child
make choices while they used their
whenever possible. words to explain how
This child responds they feel to another
well to this and child” (Powis, 2021).
generally does not
show escalating
behaviour when
given an alternative
opportunity or
accommodation.
Another example
would be a child in
the school aged
classroom (Room 6)
who has
oppositional defiant
disorder. I had the
opportunity to
discuss their ISP
and best support
practice of this child
with their previous
educator which
provided insights as
to how they respond
to certain
interventions and
typical behaviour
patterns. This
allowed me to build
a relationship with
this child, as I was
aware of how they
preferred to be
spoken to, that they
love cracking jokes,
what they liked to
do and what they
responded best to in
terms of
interventions prior
to having her in my
classroom. An
example of
information that was
relayed to me by
this child’s previous
educator is that she
prefers to be spoken
 to as an ‘adult’ and
given independence
whenever possible,
as well as to leave
her alone when she
is escalating her
behaviour as
intervening when
she is in the height
of her emotionally
dysregulated state
will only further her
aggressive state. It
is better to let her be
alone and check in
periodically in a
non-judgemental
and non-threatening
manner until she is
ready to speak to
you.

Apply strategies to As a child and youth Documentation Documentation

promote the services facilitator outlining my section of PLAR
learning of new at KMFRC’s Les competency in this tab;
behavior and Petit Amis area is located within
interventions that Childcare Centre, I my letter of reference D1/RF0: Reference
are consistent with have achieved this provided by my Letter from
the assessed learning outcome supervisor, as well as Supervisor
developmental by; allowing for briefly mentioned
stages, identified reasonable choice within my D32/RSR3:
needs and goals. and opportunities performance review. Performance
for independence Review
for children of all In her letter of
age groups and reference, my
developmental supervisor states in
levels when dealing regards to my
with conflict or achievement of
escalating competency in this
behaviours. I show area, “She has used
empathy and her skills to help a
actively listen to child with ODD
their concerns and express herself and
let them know that I Bre was able to assist
am there to support her in
them. One of my de-escalating...she has
favourite techniques also worked in a
is redirecting preschool classroom
behaviour to with a child who has
something positive difficulties with
and distracting transitions,
when a child is behavioural and
escalating. For emotional regulation.
example, we have a
child in Room 2, With the older school
who as previously agers, she is very
mentioned has some consistent with
what appears to be allowing the children
obsessive to self-regulate while
compulsive disorder she provides a
related traits and he teachable moment.
is obsessed with While in the
cleaning and preschool room I have
making things clean. observed Bre
When this child is supporting a child
escalating, allowing while they use their
him the opportunity worlds to explain how
to be removed from they feel to another
the group and help child. She was
with a cleaning supportive and
routine helps to compassionate when
support his strengths both children were
and calm him down. speaking. She also
He enjoys wiping repeated some things
down the tables with in order to ensure the
soap and water and children understood
helping to sweep. each other. In the
This supports his classroom, she
ability to feel as encourages children
though he has to ‘try first’. This
 control and allows the child to
independence while become independent
removing himself and confident. She
from a distressing will assist the child
situation and when they have tried
providing him an and asked for help.
outlet. She is very good at
understanding the
difference in
development from a
toddler to a school
age child and
modifies her
supportive guidance
to reflect the age
group” (Powis 2021).

In my performance
review, my
competency in this
area is reflected by
my supervisor in
statements such as
“expectations met -
follows the behaviour
management policy,
uses appropriate tone”
(Powis, 2021).

Plan, implement, As a child and youth Documentation Documentation

and evaluate services facilitator outlining my section of PLAR
age-appropriate at KMFRC’s Les competency in this tab;
programming Petit Amis area is located within
activities that reflect Childcare Centre, I the reference letter D1/RF0: Reference
the diverse needs of have achieved this provided by my Letter from
the child, youth or learning outcome supervisor, as well as Supervisor
family to create by; programming within the documents
change. and implementing located in the column D12:Kindness Jar
various activities to the right which are D12(1): Evidence
AND such as - the related to Card from SMHO
 kindness jar (where programming D13: Emotions
Collaborate with children receive a activities I have Game
other professionals kindness bean to put implemented with the D13(1):
to design and in the jar when they children at my Information Card
implement show kindness to workplace. Each
therapeutic another friend in activity implemented D14: Temperature
programs and their class or to their is located within a Emotions Gauging
approaches that educator), the document, and a D14(1): Evidence
respond to potential emotions game separate document is card SMHO
children or youth (where children provided to explain
who are at-risk. have the opportunity the programming D15: Rainbow
to play a board activity/ provide Heart Emotions
game and discuss evidence for the Gauging
and label emotions activity. D15(1): Evidence
in a fun/not so card SMHO
obvious way), two In her letter of
emotions gauging reference, my
activities (a supervisor states, in
Temperature regards to my
Emotions Gauging achievement of
Activity with competency in this
various emoji faces area “Bre has
for the preschoolers implemented a
in Room 2 and a numerous amount of
Rainbow Heart activities in the
Emotions Gauging classrooms. She has
Activity for the implemented a
Kindergarten kindness jar, a
children in Room temperature gauging
4), as well as having activity in the
conversations with preschool classroom
the children and modified it for the
following reading kindergarten
stories such as classroom. She is
‘Mean Jean the always one to sit and
Recess Queen’ and read books to the
‘Kindness is my children and she picks
Superpower’. In books based on
addition, I have emotions, bullying
helped to plan and relationships. All
 activities such as these activities
“what I love about occurred during the
you” cards (where school year and I am
children put very excited to see
thoughtful what activities Bre
adjectives about one has planned for the
another on their school agers once
designated heart) they are able to return
and more as an to our program for
enhanced support summer camp”
worker in Room 6. (Powis, 2021).

Create and modify As a child and youth Documentation Documentation

the therapeutic services facilitator outlining my section of PLAR
milieu to maximize at KMFRC’s Les competency in this tab;
learning and to Petit Amis area is located within
promote change. Childcare Centre, I the letter of reference D1/RF0: Reference
have achieved this provided by my Letter from
learning outcome supervisor, as well as Supervisor
by; reorganizing and within the letter of
decorating the reference provided by D18/RF2:
Room 6 classroom my second colleague Reference Letter
in preparation for who provided me from Colleague (2)
the school aged with a reference.
children to return to
the centre for In her letter, my
summer camp. I supervisor states, in
have had the regards to my
opportunity to achievement of this
rearrange furniture, competency, “She has
add furniture and re-designed the
lighting, paint, add classroom in order to
resources, toys, art support COVID social
supplies, change oer distancing policies as
clinical well as what the needs
documentation are of the classroom.
signage and wall art The oldest school
as well as create aged group needed
aesthetically their space to play and
pleasing signs Bre took that into
 marking out various consideration when
corners of the she rearranged the
classroom as room and furniture.
designated areas She has made that
(food area, art table, classroom very
etc.). inviting for the
children to return to
In addition, I have the program. Having a
had the opportunity room set up the way it
to reorganize the is, allows the children
toddler classroom to transition back into
(Room 7) with the a normal routine that
educators in that they are used to”
room and provide (Powis, 2021).
suggestions for
arrangement of In her letter, my
furniture and toys. second colleague
In both of these states in regards to my
opportunities I have achievement of this
been able to competency, “She has
promote a spent several hours
therapeutic organizing classrooms
environment that lead teachers may
appropriate to the not have time to do
age group. so, and it truly makes
a difference on the
dynamic of each
room, it's very clean
and inviting” (Swift,
2021).

Lead and facilitate As a child and youth Documentation Documentation

group work services facilitator outlining my section of PLAR
employing group at KMFRC’s Les competency in this tab;
process, negotiation Petit Amis area is located within
and conflict Childcare Centre, I the letter of reference D1/RF0: Reference
resolution skills in have achieved this provided by my Letter from
formal and informal learning outcome supervisor. Supervisor
settings. by; supporting In her letter, my
children in conflict supervisor states, in
AND resolution and regards to my
promoting prosocial achievement of this
Independently interaction between competency, while in
facilitate group the children during the preschool room, I
work employing activities and have observed Bre
group process, games. This often supporting a child
negotiation, and occurs on the while they use their
conflict resolution playground when words to explain how
skills in formal and the children are they feel to another
informal settings. participating in free child. She was
play. The educator’s supportive and
role during this time compassionate when
is to not only both children were
supervise the speaking. She also
children, but to repeated some things
assist them in in order to ensure the
conflict resolution children understood
by providing each other. In the
emotional support classroom she
and suggestions for encourages the
solving challenging children to ‘try first’.
situations or dealing This allows the child
with emotional to become
concerns. Children independent and
often come to us confident. She will
with concerns and assist the child if they
ask us to solve them have tried and asked
for them, our role is for help” (Powis,
to encourage them 2021).
to use their voice,
I-Statements and
other such practices
in order to help to
develop their
independent conflict
resolution skills and
allow them the
choice as to how
they would like to
deal with a
situation.

In addition, in more
structured activities
for school aged
children, I have
supported clients in
establishing group
rules when playing
games, establishing
best practices for
dealing with
disputes when they
come up while
playing a game, and
encouraging
children to remove
themselves from a
situation when
frustrated by an
activity or the
performance of
other children
during such.

Overall, I promote
the independent
conflict resolution
skills of children of
various age groups
while recognizing
their developmental
ability to deal with
conflict and
challenging
situations on their
own and providing
suggestions and
 emotional support
as needed.

Network with As a child and youth Documentation Documentation

community services facilitator outlining my section of PLAR
resources and make at KMFRC’s Les competency in this tab;
referrals as Petit Amis area is located within
appropriate Childcare Centre, I the letter of reference D1: Reference
have achieved this provided by my Letter from
learning outcome supervisor. Supervisor
by; networking with
Patti Lochnan, the In her letter, my
KMFRC’s supervisor states in
Community Living regards to my
Resource Consultant achievement of
who works with competency in this
identified children area, “She has worked
at the centre who with our Community
require additional Living Partner in
supports and/or order to find support
have an and guidance when
individualized working with our
support plan. I had children with special
the opportunity to needs...Due to
have Patti sit in on COVID, we are not
my classroom and allowed to have many
she gave me her visitors in the
business card in building, however,
order to contact her there are some
if needed, and she visitors that are
can respond to me deemed essential. One
through my of those visitors is the
supervisor. In Program Advisor
addition, I have from the Ministry of
spoken with the Education. Bre was
police as well as a able to communicate
worker from Family with her and provide
and Children’s her with the
Services Frontenac, information she was
Lennox and requiring. The
 Addington in Program Advisor will
regards to an allegedobserve staff in the
incident with a classrooms and report
previous co-worker back to the
and child at the supervisors with any
centre. non-compliances she
observed, we did not
In addition, I have receive any feedback
met a professional from her that day
from the Ministry of while she observed
Education during Bre in that classroom”
one of our centre (Powis, 2021).
reviews.

I also interact on a
regular basis with
our contract
caretaking
professionals at the
centre who are
employed by the
company Dexterra.

Observe responses As a child and youth Documentation Documentation

to medications and services facilitator outlining my section of PLAR
provide feedback for at KMFRC’s Les competency in this tab;
the evaluation of Petit Amis area is located within
prescribed Childcare Centre, I my letter of reference D1/RF0: Reference
medication in have achieved this provided by my Letter from
children and youth. learning outcome supervisor. Supervisor
by; understanding
which types of In her letter, my
medications supervisor states, in
children in my care regards to my
are prescribed, by achievement of
referring to their competency in this
medication or area, “Bre has
allergy plan that reviewed our
would be located in medications policy
each room’s and understands
emergency binder, which medications are
as well as posted on taken by the children
the wall if it is an at the centre, where
allergy. the medications are
located, and when to
In addition, I had distribute. Breanna
the opportunity to always maintains a
observe one professional approach
school-aged child and is always aware
during our after of the policies and
school care program procedures of
in Room 6, as they LPA/KMFRC”
were experiencing (Powis, 2021).
the effects of their
ADHD medication
wear off. I was new
to the job, and I
noticed this child’s
demeanor shift from
moderately calm to
considerably
hyperactive and
their ability to listen
to the educators
diminish. Following
this observation, the
lead educator in the
room informed me
that this was a
regular occurrence
due to his
medication wearing
off from the
morning.
Teach and advocate As a child and youth Documentation Documentation
for the rights of services facilitator outlining my section of PLAR
children, youth and at KMFRC’s Les competency in this tab;
their families. Petit Amis area is located within
Childcare Centre, I the letter of reference D1/RF0: Reference
have achieved this provided by my Letter from
learning outcome supervisor. Supervisor
by; working with
children to help In her letter, my D15: Rainbow
them understand the supervisor states, in Heart Gauging
rights that they haveregards to my Activity
to their own bodies, competency in this D15(1): Evidence
own feelings and area, “Bre has been Card SMHO
own opinions. able to set boundaries
with the children in
For example, I often regards to what she is
speak to children comfortable with...she
about their ‘body supports respect and
bubble’ and how consent and often
they have the right reminds children to
to their own ask before they touch
personal space, and other children or
to not have someone adults. Bre has had
else touch their conversations with the
body if they do not oldest school age
consent to such. I group in regards to
use this often with COVID and social
the preschool distancing. I observed
children, as they her in a classroom
show ‘hands-on’ sitting at a table with
behaviours a few older children
consistently. I help discussing what it
children to confront means to social
the person that distance, how they
invaded their space feel and what they
and crossed a think about
boundary by COVID...she has used
informing them of her skills to help a
their own right to child with ODD to
their body, and how express herself...I
they feel when have observed Bre
people invade their supporting a child
personal space while they used their
without their words to explain how
consent. This is a they feel to another
fantastic way to child. She was
teach sensitive supportive and
topics such as compassionate when
consent and both children were
appropriate touch to speaking. She also
young children in a repeated some things
way that they in order to ensure the
understand and can children understood
apply. each other” (Powis,
2021).
Another example
would be in terms of In addition, my
the gauging activity supervisor
that I introduced for commented on my
the kindergarten programming activity
students. I mentioned in the
encouraged them to previous column, “she
gauge their has implemented...a
emotions of the day temperature gauging
by putting their activity in the
initials next to a preschool classroom
coloured heart. They and modified it for the
would do this as kindergarten
they entered the classroom” (Powis,
room, and this 2021).
would provide me
the opportunity to
quickly check in
with each child as
they came into the
room. One of the
options for the
emotions gauging
activity was ‘I need
support’ - I
 explained to the
children that this
doesn’t have to
mean anything in
particular, just that
they would like
support from the
educator to discuss
how they are feeling
further. Adding this
‘I need support’
option, allowed the
children to advocate
for themselves as to
when they require
additional emotional
support. Asking for
help is a fantastic
self-advocacy tool,
and is often the first
step to
accomplishing
change.

Support children, As a child and youth Documentation Documentation

youth and families services facilitator outlining my section of PLAR
to access and use at KMFRC’s Les competency in this tab;
relevant community Petit Amis area is located within
resources. Childcare Centre, I the letter of reference D1/RF0: Reference
have achieved this provided by my Letter from
learning outcome supervisor. Supervisor
by; supporting the
children in my care In her letter, my
who are currently supervisor states, in
using community regards to my
resources or have achievement of
just begun to take competency in this
advantage of area, “She has worked
additional with our Community
community Living Partner in
resources. As order to find support
previously and guidance when
mentioned, LPA and working with our
the KMFRC work children with special
closely with needs...she has used
Community Living, her skills and
and we receive knowledge from her
funding for certain school and previous
recognized children experiences in the
to receive enhanced classrooms to build
support through relationships with the
means of an children and staff. In
Enhanced Support her time in the school
Worker. I have had aged classrooms, she
the opportunity of worked alongside
working as an ESW several children who
in multiple have special needs.
classrooms at the She has implemented
centre, providing activities that would
specialized attention interest these children
and focused and worked alongside
relational skills with Community Living in
identified children supporting the
and youth in our children” (Powis,
care who require 2021).
additional support.